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Gamification of task performance with leaderboards: A goal setting experiment
... Among various examples of games and gamified experiences, leaderboards are often used and refer to accumulated points of the user. This affordance is defined as typically providing multiple goals and not giving specific instructions "…on which of the presented goals is a worthwhile target" (Landers, Bauer & Callan, 2017). Similar to casual video games or the old arcade machines in which the leaderboards were utilized to provide a social reward for high-scorers, the leaderboards in gamified experiences allow the users to feel competent about their performance in a social manner. ...
... But it was also indicated in the literature that, although an effective tool for directing behavior, goal-setting or leaderboards in our case has significant downsides. As Landers et al. (2017) indicated; "by focusing effort narrowly, other desirable outcomes are often deprioritized". As a result, leaderboards are considered to be used carefully in gamification design and mostly to provide a sense of competition and achievement since the affordance could also be harmful for the overall experience, overshadowing the other affordances. ...
Play has been an ongoing action for people throughout history. Furthermore, with the advancements in technology and the increasing importance of games, many novel definitions have been derived based on the idea of play and games. One of the most highlighted among these is the term ‘gamification’. Gamification indicates the application of game based ideas and elements to be applied in non-game environments including business related processes. Through this approach, these processes could utilize mundane tasks more fun and provide higher levels of motivation and engagement. The aim of this study is to investigate the concept of gamification in a theoretical framework as well as discuss its application in marketing business. In this paper, the general framework for gamification and its main elements were examined and selected case studies that have been employed in Turkey were investigated. Moreover, interviews with the experts in the field of gamification in Turkey have been conducted. As a result of these studies, it was found that the gamification provided a novel approach for marketing purposes yet only several of the game design elements were used for gamification projects within the concept of marketing in Turkey.
... Learners experienced increased motivation and determination to engage in gamified experiences, as they found the course content not only exciting but also highly relevant to their interests (An, 2023). Incorporating gamification in collaborative learning also provides clear goals for teams to strive for (Chang et al., 2024a(Chang et al., , 2024bLanders et al., 2017). By having clear goals in collaborative learning, working in team is more effective and each team member has clear commitment and ways to contribute to their team progress (Landers et al., 2017). ...
... Incorporating gamification in collaborative learning also provides clear goals for teams to strive for (Chang et al., 2024a(Chang et al., , 2024bLanders et al., 2017). By having clear goals in collaborative learning, working in team is more effective and each team member has clear commitment and ways to contribute to their team progress (Landers et al., 2017). ...
Gamification has emerged as a potent tool for enhancing collaborative learning experiences, both in face to face and online environments. Based on real-world evidence of its effectiveness in various fields like online shopping and healthy habits, the efficacy of gamification in improving engagement has also sparked a great interest among scholars in the education field. This meta-analysis aims to scrutinize the efficacy of gamification in collaborative learning settings across educational levels, encompassing both K-12 and higher education environments. A comprehensive search across prominent academic databases (i.e., WOS SSCI, Scopus, and Google Scholar) yielded 35 relevant studies, comparing outcomes between gamified and non-gamified learning conditions. Among the 35 studies, 28 studies examined cognitive outcomes of learning (3296 participants), and 22 studies examined attitudinal outcomes of learning (2862 participants). For cognitive outcomes, the overall effect size was d = 0.875 (SE = 0.183, p < 0.0001, 95% CI [0.517, 1.232]), indicating a large effect. Similarly, significant effects were observed in attitudinal learning outcomes or socio-emotional domains, with an effect size of d = 0.748 (SE = 0.159, p < 0.0001, 95% CI [0.436, 1.060]), signifying a moderate to large impact. Our findings underscore the substantial positive influence of gamification on cognitive and attitudinal learning outcomes when integrated into collaborative learning contexts. Furthermore, we provide insights into the demographic characteristics of the included studies, offering a nuanced understanding of participant profiles and collaborative learning contexts. Additionally, we discuss avenues for future research and acknowledge the limitations inherent in this meta-analysis. In conclusion, this meta-analysis affirms the efficacy of gamification in enhancing both cognitive and attitudinal dimensions of collaborative learning, thereby advocating for its strategic integration into educational practices.
... In today's dynamic digital landscape, where technology adoption can be as fleeting as its abandonment, continuance usage intention (CUI) becomes an indispensable metric. CUI holds particular significance in the context of information technology, as it reflects an individual's determination to persist in using technology or application over time [6], [7]. A few research studies discuss the usage of gamification in language learning applications [8], [9]. ...
... Select an additional practice unit beyond the main unit based on the story/topic. 6 Monitor the score progress on the leaderboard. 7 View the Achievements that have been attained. ...
With the increasing popularity of language learning applications, gamification has become one of the approaches frequently integrated to enhance continuance usage intention (CUI). However, how the usability of these gamification features influences the intention to continue usage is not yet fully understood. Through the usability testing and system usability scale (SUS) method, this study evaluates the level of usability of gamification features in language learning applications with a novel research approach that also involves specific analysis regarding usability aspects according to Nielsen, including learnability, efficiency, memorability, errors, and satisfaction towards the CUI, categorized through the SUS statements grouping and then processed using the SPSS application. The study results indicate that the SUS scores show above-average scores for all three applications: Duolingo application at 77.08, Elsa Speak at 70, and Cake Learn at 70.58. Other findings suggest that usability aspects generally significantly influence CUI; however, only the satisfaction variable impacts CUI, which was observed only in Duolingo and Elsa Speak. These findings indicate that the overall usability of gamification features positively impacts CUI using language learning applications, thereby implying the need for continuous development.
... Gamification scoreboards are one way to implement the concept of gamification. Scoreboards are used to accelerate employee performance development in order to achieve previously set targets [7]. By using a gamification strategy, it will be easier to see the important things that must be completed to achieve goals [4]. ...
... Through periodic feedback, gamification is used to track and evaluate employee performance. It has been shown that gamified scoreboards can increase productivity by setting difficult goals, which indirectly motivates people to strive to achieve them [7]. ...
... Зіхерманн Г., Ліндер Дж. (2013) наголошують, що надмірна змагальність може викликати демотивацію в частини працівників, якщо система винагород непрозора або несправедлива [9]. Також Койвісто Ю., Хамарі Ю. (2019) зауважують, що короткостроковий ефект гейміфікації може зменшуватись з часом, якщо відсутні елементи довготривалого залучення [10]. Сучасні дослідження зосереджуються на персоналізації гейміфікаційних систем (Landers et al., 2020), а також на інтеграції гейміфікації з технологіями штучного інтелекту та великих даних (AI & Gamification). ...
... Rankings represent how players are ranked based on success. This mechanism encourages students to set their own goals and strive to gain a satisfying place in the rankings (Landers et al., 2017). The integration of ranking into tailored gamification is supported by Goal-setting Theory (Nacke & Deterding, 2017). ...
Digital gamification has a great potential for enhancing EFL learners' motivation and achievement. A digital gamified class should be the integration of 'game' and 'learning' aspects. However , most studies on it have been conducted only with the hypothesis of using game elements to improve the student experience, ignoring the role of students' learning needs in the success of digital gamification. The present study employed the Target Needs Analysis Model and used five commonly used game elements in class to investigate university EFL students' learning needs, game element preferences, and the relationship between them, with English writing homework as the application context. Online survey data from 505 EFL learners who have experienced English writing homework in Chinese universities were collected. Through descriptive analysis, their preferred game elements for designing English writing homework were found (competition the most while ranking the least). Five types of learning needs were identified as well, ranging from text types to writing tasks. In addition, the results of the content analysis showed that a small percentage of participants were reluctant to use digital gamification due to unfamiliarity (about 9.4 %) and demotivation (about 3.6 %). Three design principles for gamified English writing were also yielded, that is, instant and personalized feedback, appropriate time pressure, and difficulty levels. Moreover, path analysis and Structural Equation Modeling approaches demonstrated that there was no significant correlation between specific types of game elements and writing needs, although different gamification designs could slightly facilitate the fulfillment of learning needs. Furthermore, we gave both practical implications and recommendations for future research on digital gamification for learning.
... Gamification is the application of game design elements such as scores, points, leaderboards, competition, feedback, avatars, and badges to obtain a game-like learning experience (Dicheva et al., 2015;Landers et al., 2017). Game-based learning is training with games to achieve a particular learning outcome and develop a particular talent (All et al., 2016). ...
Online tools and platforms extend a great variety of opportunities in the classroom, including General English and Business English classes. The outbreak of the pandemic in 2020 and the lockdown that followed urged many educational institutions and educators to transfer their teaching materials into digital form, thus enabling the smooth shift to online teaching modality. The research addresses the issues related to the advantages of two main online platforms, namely Kahoot and Blooket, employed during Business English classes at the Armenian State University of Economics (ASUE). During the research, the authors used statistical, descriptive, and comparative analyses to collect feedback from 58 students and responses from in-person interviews with 18 lecturers teaching Business English at the same university and reveal and compare the advantages and disadvantages of two considered platforms from teachers’ and students’ perspectives. The results showed that the advantages of the Blooket platform far outweigh those of Kahoot in terms of accessibility, ease of use, and affordability.
... In a similar vein, the "Specific" component was found to have a beneficial impact, with participants mentioning that teams are better able to focus on important tasks and minimize job ambiguity when they have well-defined goals. This outcome is consistent with research by Landers, Bauer, and Callan (2017), who highlighted the value of goal-setting precision as a way to define duties and responsibilities. However, the impact of the "Time-bound" component on performance results was not as great. ...
... Los resultados indican una mayor participación, satisfacción y rendimiento académico entre los estudiantes. Los hallazgos de esta investigación develan que la gamificación se presenta como un enfoque novedoso y beneficioso en el proceso de enseñanza-aprendizaje, respaldado científicamente según Landers et al. (2017). De acuerdo con lo expresado por los estudiantes en la evaluación de satisfacción se afirma que el empleo de la gamificación en la enseñanza de la contabilidad ha sido novedoso y de gran apoyo en la formación académica. ...
This report presents the results of the application of a diagnostic and summative evaluation in a course that uses Gamification as a pedagogical strategy for teaching accounting. The educational platform where the course was hosted was Google Classroom, using for gamification the web platform EducaPlay. The study focuses on students of Industrial Engineering and Business Management Engineering, from a mixed approach, the impact of Gamification on their learning and academic performance obtained during the training course is presented, 85.71% of active participation of students in the activities was obtained.
... Further, Kapp (2012) describes gamification as applying games' mechanics and strategic thinking to inspire engagement, drive action, enhance learning, and address problems. It uses points, badges, and leaderboards to create game-like experiences (Landers et al., 2015). Studies highlight gamification's benefits for language skills (Loewen et al., 2019;Rachels and Rockinson-Szapkiw, 2017;Redjeki and Muhajir, 2021). ...
Background
In foreign language education, educators struggle with declining student engagement as traditional EFL teaching, relying on passive lectures and dull materials, hampers proficiency and dampens passion. Gamification has emerged as a potential solution. This quasi-experimental study, based on the broaden-and-build theory, examined the effects of gamification on reading proficiency and foreign language learning enjoyment (FLLE) among Chinese undergraduates studying English as a foreign language (EFL).
Methods
Data were collected from 220 first-year undergraduates at a Chinese university through reading assessments and the Chinese Foreign Language Enjoyment Scale, supplemented by interviews with nine participants picked from the first-year undergraduates.
Results
The findings revealed a significant increase in gamification's benefits for EFL reading proficiency. FLLE's private dimension, tied to personal enjoyment, was crucial. Additionally, gamified settings improved focus, teamwork, and communication.
Discussion
This study supports integrating gamification to boost engagement and outcomes. However, the study was limited to a specific context and duration. Therefore, future studies should identify key gamification elements and their long-term impact.
... For example: (i) gamification is a popular strategy that applies game mechanics to non-gaming activities, promoting behavior change and physical activity [40,41]. Studies show that gamification elements (e.g., point systems, leaderboards) significantly improve user engagement and adherence [42,43]; (ii) users who integrate app usage into their daily routine (e.g., setting reminders, using streakbased incentives) are more likely to sustain engagement [32]; (iii) many users abandon fitness apps within the first few weeks due to lack of motivation, poor user experience, or unrealistic expectations [44]; (iv) apps with social features, such as group challenges or peer encouragement, see higher retention rates compared to solitary-use apps [45]; and (v) apps grounded in psychological theories of behavior change, demonstrate higher effectiveness in sustaining long-term usage [46]. ...
Background
This paper studies the role of mobile applications in promoting physical activity and user loyalty to them. In doing so, our study offers fresh insights into the role of mobile applications in promoting physical activity and healthier lifestyles, filling gaps in the existing body of research.
Methods
A non-probability purposive sample of adults who engage in physical exercise and use monitoring apps was selected, and semi-structured interviews were used to collect information.
Results
Our findings are suggestive that (i) physical exercise is more strongly associated with the continuous use of applications than with specific loyalty strategies; (ii) widespread use of apps that record and display historical results can boost regular physical activity, as users are motivated to surpass their previous outcomes. These results support the principle that ‘more is better’ in practice and intensity, suggesting that mobile technologies should be integrated into national health plans.
Conclusions
Mobile technologies should be encouraged by public policies, as these tools offer an accessible alternative for promoting public health. Policies could subsidize or facilitate the development of applications that integrate self-monitoring and personalized health plans aligned with public health guidelines. They could also include educational campaigns informing the population about these technologies’ benefits and explaining how to use them to improve physical and mental health.
... The highest ranking student has 329 points followed by two students with 200 points each. Each student works towards rising to the top rank and so keep engaged as they continue in the course (Landers et al., 2017;Sailer et al., 2017). Figure 16 also shows the progress of group discussions. ...
Abstract Purpose–This research introduces the Robotic Gamification Model for Climate Change Literacy for Green Innovation and Entrepreneurship (RGM-CCL4GIE) as an innovative educational solution for Sub-Saharan Africa (SSA), addressing the limitations of current gamification systems that fail to sustain long-term learner motivation and engagement. Method–The study employs Design Science Methodology (DSM) to develop and validate the model, which integrates Self-Determination Theory, Mechanics-Dynamics-Aesthetics (MDA) framework, and Operant Conditioning Theory. The system is prototyped on the Moodle e-learning platform and Social Robot Nao, with empirical testing conducted among students. 3492 Results–The findings demonstrate high learner motivation (mean score of 4.58) and significant positive correlations between random rewards and increased engagement (p-value < 0.001). The model successfully integrates robotic interaction, dynamic rewards, and gamification elements to enhance climate change literacy education. Conclusion–The RGM-CCL4GIE effectively addresses the limitations of existing gamification systems by promoting sustained engagement and improved learning outcomes in climate change education, particularly within the SSA context. Recommendations–Implementation of the model should focus on maintaining the balance between robotic interaction and gamification elements while ensuring accessibility and adaptability across different educational contexts. Research Implications–This study advances the field of educational gamification by providing an innovative framework that combines robotics and advanced motivational theories, establishing a foundation for future research in sustainable, technology-driven learning models. Practical Implications–The model offers educational institutions in SSA a practical solution for enhancing climate change literacy and green entrepreneurship education through integrated technological approaches. Social Implications–The implementation of RGM-CCL4GIE contributes to broader climate change awareness and sustainable development goals in Sub-Saharan Africa, potentially influencing social attitudes toward environmental conservation and green innovation.
... Guru pada umumnya menyambut positif integrasi gamifikasi dengan RME, karena pendekatan ini dinilai efektif meningkatkan motivasi dan pemahaman siswa (Huu Tong et al., 2022). Hasil Temuan Sebagian besar guru merasa bahwa penggunaan elemen permainan seperti poin, badge, dan tantangan meningkatkan keterlibatan siswa (Landers et al., 2017). Penggunaan konteks nyata berbasis RME membantu siswa memahami konsep Siswa lebih aktif bertanya dan berdiskusi selama pembelajaran. ...
This research aims to develop and analyze the effectiveness of applying gamification technology integrated with the Realistic Mathematics Education (RME) approach in mathematics learning to hone students' problem solving abilities. This approach utilizes game elements such as points, levels and challenges combined with the local cultural context as a basis for learning. The research was conducted using qualitative methods, involving teachers and students as the main subjects, with data collected through observation, interviews and analysis of learning documents. The research results show that the integration of gamification technology with RME can significantly increase student learning motivation. Gamification elements create a more interesting and competitive learning atmosphere, while the local culture-based RME approach helps students understand mathematical concepts more concretely and relevant to everyday life. In addition, students' ability to solve problems increases, shown by their success in identifying problems, formulating strategies, and evaluating solutions. Teachers also responded positively to this approach, despite facing challenges such as limited planning time and technological facilities. This research makes an important contribution to modern mathematics learning innovations that are relevant to the needs of the 21st century. The integration of gamification and RME technologies offers great potential to holistically increase students' motivation, understanding and problem-solving skills.
... The strategic integration of gamification elements into the teaching and learning process holds immense significance, fostering increased motivation and interest among students. Consequently, students are more likely to actively engage with the subject content, resulting in higher levels of concentration and enjoyment of the activity (Furdu et al., 2017;Landers et al., 2017). This incorporation of gamification elements in education, as highlighted by Ghavifekr et al. (2016), Tan and Tan (2020), and Wang et al. (2022), not only elevates students' motivation and engagement, it also contributes to an overall improvement in the learning experience. ...
The widespread integration of digital technology in education, accelerated by the COVID-19 pandemic, has led to a shift in student preferences toward online learning. This poses a significant challenge for teachers to maintain student motivation and engagement in traditional classroom settings without risking a decline due to the ingrained reliance on virtual education methods. This study explores the dynamic integration of technology into daily educational practices, specifically through the lens of gamification, with a focus on teachers' and students' perceptions of utilising Book Widgets to augment teaching and learning experiences. Employing a qualitative approach and adopting a case study design, semi-structured interviews were conducted with 10 Grade 5 students from a girls-only private primary school in Saudi Arabia. Simultaneously, online questionnaires were distributed to teachers in Saudi Arabia using Book Widgets, through convenience and voluntary sampling. Thematic analysis, facilitated by the Atlas-ti Software, was employed to derive meaningful insights from the collected data. The research highlights the effectiveness of Book Widgets in boosting both intrinsic and extrinsic motivation among students, prompting teachers to strategically use Book Widgets as a tool for increased engagement and participation, particularly in primary school settings. Establishing Book Widgets as a valuable instrument for fostering motivation and engagement, the implications for optimising integration into educational practices to enhance student involvement further, are evident.
... Thirdly, the researchers focused on considering what possible outcomes could potentially arise from gamification. Based on the literature review, gamification can influence team motivation by promoting engagement and involvement, introducing fun and playfulness, creating a more enjoyable work environment, reducing stress, increasing cohesion, aligning goals, fostering collaboration and teamwork, and providing structure and coordination (Landers et al., 2017;Patricio et al., 2022). Fourthly, the team needs can be explored by applying Social comparison theory (Cardador et al., 2017), Social Identification and Social Exchange Theory (Chang et al., 2023), Psychological Contract Theory (Pareira et al., 2022), Social Cognitive Theory (Nivedhitha and Manzoor, 2020), We-Intention Theory (Riar et al., 2022;Feng et al., 2022). ...
Modelling Night Occupancy of Domestic Tourists in the South Coast of Sri Lanka. Pages 73-74.
... Leaderboards can generate competence among learners [18], [27]. A study by Landers et al. [46] stated that leaderboards applied to encourage competition between participants can be considered goals. He also suggested that the participants must get a challenge that is quite difficult for leaderboards to function effectively. ...
Gamification is the process of adding game-like features and mechanics in non-game contexts, such as learning, training, or marketing, to make them more engaging, enjoyable, and effective. This scoping review aims to investigate the impact of gamification on student motivation and identify the most frequently used and effective elements of gamification in educational contexts. A systematic search was conducted using five databases: Emerald, Scopus, Sage, Garuda, and Google Scholar. The preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews (PRISMA-ScR) guidelines were followed. The review included 25 articles that met the inclusion criteria. The findings suggest that gamification can positively influence student motivation and engagement. However, the effectiveness of gamification elements varies across different contexts and learners. Points, levels, and leaderboards are among the most commonly used elements, but their impact on intrinsic motivation remains debatable. The review highlights the need for further research to understand the specific factors that contribute to the success or failure of gamification in education. The insights gained from this review can serve as a foundation for developing effective gamification-based educational materials that cater to the diverse needs of learners and foster their motivation to learn.
... Lastly, immersion mechanics help to deeply engage players by encouraging them to take on specific roles, follow storytelling narratives, or explore the game environment. The inclusion of at least one game mechanic, for example, the use of storytelling, progress feedback for participants, the achievement of badges through the assessment, or the use of leaderboards to compare performance (e.g., Fetzer et al. 2017;Landers et al. 2017;Weinder and Short 2018), is what transforms an existing traditional assessment into a gamified assessment. ...
Technological advances have introduced new methods for assessing psychological constructs, moving beyond traditional paper-pencil tests. Game-related assessments (GRAs) offer several advantages for research and practice, though questions about their construct validity persist. This meta-analysis investigated the relationship between indicators derived from computer-based games and traditional cognitive ability measures, examining whether measurement scope (single vs. multiple indicators) or measurement medium of cognitive ability (computer-based vs. paper-pencil) influences this relationship. We identified 52 eligible samples stemming from 44 papers, including data from over 6100 adult participants. The results from three-stage mixed-effects meta-analyses showed an overall observed correlation of r = 0.30 (p < 0.001; corrected r = 0.45) between GRA indicators and traditional cognitive ability measures with substantial heterogeneity in effect sizes. Stronger relationships were found when cognitive ability was measured by multiple indicators, but no differences emerged based on the measurement medium of cognitive ability. Furthermore, GRAs intended to assess cognitive ability did not show stronger relationships with traditional measures of cognitive ability than GRAs not specifically used to measure cognitive ability. Overall, our findings suggest that GRAs are related to traditional cognitive ability measures. However, the overall effect size raises questions about whether GRAs and traditional measures capture the same aspects of cognitive ability or if GRAs also measure other constructs beyond cognitive ability.
... While research into the effects of the presence vs. absence of leaderboards on behavioral health outcomes is important to inform app designers about whether this gamification element should be included or not (Landers et al., 2017;Mekler et al., 2017;Tu et al., 2019), the studies conducted in the health and fitness context remain largely silent about the effect introduced by the rank that each individual occupies in the leaderboard on future health behaviors. Bojd et al. (2022, p. 733) state that "research could investigate the effect of users' ranking on their future performance." ...
... Within gamified Computer-Assisted Language Learning (CALL) environments, elements such as points, badges, and narratives are pivotal in transforming language learning tasks into engaging and meaningful activities, thereby igniting learner motivation (Lavoué et al., 2021). In a study by Landers, Bauer, and Callan (2017), the impact of leaderboards on performance was explored within a gamified brainstorming context. Participants were randomly assigned to one of four goal-setting conditions-ranging from "do your best" to "impossible"-with leaderboards visualizing their rankings. ...
Despite growing interest in both fields, research into how positive psychology principles and gamification can be integrated in Computer-Assisted Language Learning (CALL) environments and their impact on language learning outcomes remains insufficiently explored. Thus, this study intends to contribute by implementing a 10-week gamified learning program using the Quizizz application within CALL classrooms at a university in Thailand. A total of 69 first-year students, experiencing gamified learning-which integrates game elements into educational activities-for the first time, participated in this sequential explanatory mixed-method study, which combined a single-group design with narrative frames. After a one-week introduction to the course, the study progressed through two cycles-Cycle 1 spanned five weeks, and Cycle 2 lasted four weeks. Throughout these periods, we collected data using surveys, test scores, and narrative frames. Quantitative data were analyzed using descriptive and inferential statistics, while narrative essays were examined using thematic analysis. The study found that positive psychology principles such as motivation, enjoyment, and anxiety remained stable over the two learning cycles, indicating that while gamified learning initially engages students, its effects do not significantly evolve without varied interventions. Even with high initial motivation and enjoyment, there were only modest improvements in reducing anxiety, suggesting that competitive elements in gamified environments might sustain some anxiety levels. Additionally, strengthened interrelationships among motivation, enjoyment, anxiety , and performance were observed, but these psychological factors did not directly predict grammar test outcomes.
... This competition is proposed to evoke cooperation among players, that they would provide each other with positive feedback to enhance their future performance (Oxarart & Houghton, 2021). Other studies found that leaderboards are successful tools to increase task performance as they set goals, and participants will strive to be placed at the top of the leaderboard (Landers et al., 2017). ...
Los procesos de enseñanza basados en metodologías tradicionales se han focalizado principalmente en la trasmisión del conocimiento unidireccionalmente desde los docentes hacia el estudiantado. Sin embargo, los entornos de trabajo actuales requieren que los profesionales no solo dispongan de unos conocimientos teóricos, sino que sepan aplicarlos en un contexto práctico real y colaborativo. De manera que la enseñanza tradicional puede no ser suficiente.Por otra parte, mantener la motivación y el compromiso por parte del estudiantado ha pasado a ser todo un reto en las aulas, ya que las metodologías de enseñanza tradicionales pueden diferir con los intereses del estudiantado. De este modo, tratar de implementar metodologías innovadoras y activas como la gamificación puede resultar beneficioso.
En concreto, la gamificación mediante bloques Lego® resulta una oportunidad para logar un proceso de enseñanza-aprendizaje activo y desarrollar habilidades técnicas y blandas. Los bloques permiten al estudiantado representar conceptos abstractos mediante construcciones tridimensionales, mientras se fomenta la creatividad y mejoran la comunicación (Kristiansen y Rasmussen, 2014). Estas actividades además de aumentar el interés y la participación en el aula promueven el interiorizar los contenidos académicos al llevarlos a la práctica. Este trabajo explora la oportunidad de gamificar en la enseñanza en educación superior a través de bloques Lego® y sus posibles aplicaciones en el área de organización de
empresas.
... AI models can optimize reward distribution by calculating ideal reward frequency and value, adapting based on user engagement and difficulty (Hamari et al., 2014;Landers et al., 2017). ...
Gamification applies game mechanics to non-game environments to motivate and engage users. Artificial Intelligence (AI) offers powerful tools for personalizing and optimizing gamification, adapting to users' needs, preferences, and performance levels. By integrating AI with gamification, systems can dynamically adjust game mechanics, deliver personalized feedback, and predict user behavior, significantly enhancing the effectiveness of gamification efforts. This paper examines the intersection of gamification and AI, exploring AI's methods to optimize gamified experiences and proposing mathematical models for adaptive and predictive gamification.
... We moreover contribute to gamification research (e.g., Morschheuser et al., 2018;Sailer et al., 2017) and demonstrate how gamification can be effectively applied for PCAs, as called for by the community (Janson et al., 2023;Khosrawi-Rad et al., 2023). The study expands the literature on individual game elements' effects (e.g., Landers et al., 2017;Schöbel et al., 2020) by examining complex game dynamics (competition and collaboration) that combine different competitive and collaborative elements. For practice, we demonstrate the PCA "Ben" as an innovative artifact that enables low-threshold learning, was trained with GAI technologies like GPT 4.0, and was assessed positively due to its proactive guidance. ...
Technological advances in generative artificial intelligence (GAI) have increased the relevance of pedagogical conversational agents (PCAs) like chatbots to support students. Despite their potential for learning as a service, PCAs are rarely used by educational institutions. They often neglect the benefits of group learning, like collaborative problem-solving, and insufficiently address learners' motivational challenges in digital environments. To tackle these issues, we designed and evaluated a gamified PCA for information systems (IS) education with collaborative and competitive group learning capabilities. We investigated the effects of collaborative and competitive elements in PCA design using a 2x2 experiment (n = 120). Our findings show that collaborative game elements foster learners' motivation and highlight the PCA's role as a group learning moderator. This study contributes new knowledge on GAI in IS education, meaningful gamification in the PCA context, and computer-supported collaborative learning.
... Academicians can also leverage goal theory to investigate how clearly defined objectives within gamified brand experiences influence consumer motivation and engagement (Landers et al., 2017). Future scholars could investigate the phenomenon of gamification for greater brand engagement, drawing on the discovery learning theory (Bruner, 1960) within. ...
Purpose
Extant literature shows that gamification is an effective tool for enhancing customer brand engagement. However, there is a need for a structured review of the literature on how and to what extent gamification fosters customer brand engagement. This hybrid literature review synthesizes extant research on gamification and its impact on customer brand engagement.
Design/methodology/approach
The study is based on 45 articles drawn from 33 journals from the Scopus database. This article conducts a systematic review of theory, context, characteristics and methods employed in extant research, identifies contemporary themes and presents future research avenues. It also conducts a bibliometric analysis to identify the most prominent journals, authors, articles and themes.
Findings
This review identifies various patterns and trends of psychological capital research, and it unfolds four major themes – gamification and customer engagement, gamification and e-marketing, gamification and sustainable marketing and gamification and customer experience.
Practical implications
This review offers key insights into managerial implications.
Originality/value
It is one of the first endeavors to conduct a structured review of research related to gamification and customer engagement. It presents a conceptual framework that shows the relationships between gamification and customer engagement. This systematic review offers several future research agendas to spur scholarly research and presents key insights into the process of gamification in marketing to enhance customer brand engagement.
This chapter investigates the application of gamification in the tourism sector, focusing on how game design elements such as points, badges, leaderboards, and storytelling can enhance user interaction, motivation, and the overall travel experience. Through a detailed analysis, we examine how these gamification strategies distinguish service offerings, foster customer loyalty, and provide valuable insights into consumer behavior. The chapter identifies key benefits, including creating a stronger sense of community among travelers and enhancing the educational value of travel experiences. However, challenges such as addressing the digital divide and catering to tourists with varying levels of technological literacy are also explored. We provide actionable recommendations for tourism businesses and destination marketing organizations on designing effective gamification strategies, focusing on aligning these strategies with target audience needs. The insights offered aim to guide stakeholders in developing engaging and sustainable tourism experiences through gamification.
In today's corporate world, staff learning and development need strategies that transcend formal approaches to training in order to ensure continued motivation and performance enhancement. Gamification, incorporating elements of game characteristics into learning settings, has been a revolutionary means to boost learner motivation, concentration, and retention of knowledge. This research investigates the influence of five major gamification dimensions player immersion, reward-based motivation, achievement-based retention, skill development, and gamified satisfaction on total gamified learner participation in professional growth situations. Through an examination of how these factors impact employee motivation and learning performance, the study seeks to identify the mechanisms by which gamified experiences can translate to increased engagement, long-term allegiance, and enhanced skill development. The results are hoped to inform companies in creating more impactful, engaging, and learner-focused gamified training options that align with employee development as well as strategic business goals.
The rapid pace of digital transformation necessitates continuous employee reskilling, presenting challenges for organizations seeking effective training solutions. Gamified learning, which integrates game mechanics into educational programs, has emerged as a powerful approach to enhance employee engagement, knowledge retention, and skill acquisition. This chapter explores the impact of gamified learning on reskilling service employees for digital transformation, addressing its role in overcoming reskilling challenges and fostering a culture of continuous learning. Key design considerations, including personalized content, immersive technologies, and collaborative elements, are discussed, alongside methods for measuring the impact of gamified programs through analytics and performance metrics. Future trends, such as AI-driven personalization and VR/AR integration, are highlighted to emphasize gamification's evolving potential. The chapter concludes with actionable recommendations for organizations to leverage gamified learning effectively.
Purpose:
The purpose of this study is to draw attention to the key roles and paradigm shift of 3D,
4D and 5D printers used in the additive manufacturing sector in the supply chain in the
biomedical sector.
Study design/methodology/approach:
This study was designed as a theoretical study that includes a broad literature review
on the developments and studies on the areas of use of 3D, 4D and 5D printers in the
biomedical sector.
Findings:
In this field, 3D, 4D and 5D printers have the ability to produce materials such as
tissues, organs, bones, prostheses and additionally medical devices and intelligent
surgical robots produced in the biomedical field in a shorter time and at a lower cost.
In these aspects, they will have a disruptive role on the traditional supply chains of the
biomedical field.
Originality/value:
The study is considered valuable in terms of drawing attention to the changes that will
occur in the supply chain and the use of 3D, 4D and 5D printers in the biomedical sector
and shedding light on the theoretical and practical studies in this field.
This research aims to explore the impact of RME (Realistic Mathematics Education) - based gamification in mathematics learning on student motivation and learning outcomes in elementary schools. The method used is qualitative research with a case study approach in several elementary schools that apply gamification in mathematics learning. Data were collected through interviews, observation, and analysis of documents and FGDs. The research results show that the application of RME-based gamification can increase students’ motivation to take mathematics lessons. Game elements, such as points, levels, and badges, successfully create a fun atmosphere that motivates students to be more active and enthusiastic in learning. In addition, there was a significant increase in student learning outcomes, especially in problem-solving abilities involving the application of mathematical concepts in real life. However, challenges in implementation, such as limited resources and time, as well as the need for training for teachers, were discovered during the research. Overall, RME-based gamification has proven to be effective in increasing motivation and mathematics learning outcomes and can be an interesting and relevant alternative approach to mathematics learning in elementary schools. This research suggests that teachers should be given sufficient training and schools should provide resources that support the implementation of gamification in learning. The novelty in this research is the integrated gamification of the Acehnese culture combined with a realistic mathematical approach that addresses everyday problems close to the students’ environment. This gamification also functions to introduce the Acehnese culture to students and the public.
Progression-based game elements such as player progression, which allow one's character to level up and grow in strength or difficulty progression, which provides users with increasingly difficult challenges as they progress in their task are widely used techniques in contemporary gamification design. However, few studies have been carried out to examine in-depth their influence on user experiences and motivation. In this study, two experiments were conducted: the first, a between subject experiment involving 78 participants who were asked to carry out the dot judgement task which had been gamified based on three different progression-based game systems, i.e., Difficult progression, Player progression and Performance progression in comparison to a non-gamified condition. In the second experiment, conducted with 35 participants, the effect of the three progression-based systems were investigated when used to gamify an inherently desirable and undesirable task. The results showed that for the dot judgment task, participants in the player progression condition reported significantly lower levels of negative affect in comparison to the control condition. For the inherently undesirable task, participants in the player and difficulty progression condition reported higher levels of positive affect and competence, while for the inherently desirable task, participants in the difficulty progression condition spent more time and persisted longer. These findings suggested that designers could leverage difficulty progression systems to amplify the natural appeal of desirable tasks by gradually increasing the complexity or level of challenge, while player progression mechanisms such as awarding titles or roles that reflect progressive achievements from sustained efforts could be leveraged to help improve the emotional experiences for undesirable tasks.
Teaching and learning at universities are a significant challenge because of the worldwide COVID-19 pandemic, which demands substantial optimization of different types of education platforms. Here, as an important approach, the multi-criteria decision analysis (MCDA) method showed the possibility that could be designed and used in these uncertain environments. Even, in the mathematics education context, it is always necessary to identify the appropriate criteria and sub-criteria, which could adapt to these uncertain pedagogical changes since there are only a few cases to engage and activate its model in the academic area. Also, with amplified acceptance, a fruitful flipped and gamified methodology with sustainable development could support to advance the unreliable situations. This book chapter endeavoured to design and implement appropriate criteria for flipped, gamified, and sustainable mathematics education during uncertain environments such as COVID-19 and possible incidents with a multi-criteria decision analysis/fuzzy-decision-making trial and evaluation laboratory (MCDA/F-DEMATEL) method. In detail, it allocates flipped classrooms, and gamified information, communication, and technology (G-ICT) with sustainable development in university mathematics education after the professionals’, decision-makers, consultations, and recommendations. The definitive results after proper analyses could be appraised with the weighted linear combination (WLC) together with their weighted-coefficients’ calculation, and sensitivity-analysis. Here, as a case analysis, the results of the expert panel survey demonstrated that scenario (1) which was decided by the expert panel obtained 83% positive perception. Scenario (2) that assigned equal weight was the less preferred with 47% positive perception through the same expert panel survey. Consequently, the results indicated that this method proposed could be used to authenticate the most principal flipped and gamified mathematics education with sustainable development for adapting uncertain educational environments with education contexts corresponding to more long-term goals. Accordingly, decision-making glitches could be pertained by the method suggested at private industry levels, government sectors, and other academic subjects, which constantly requires continuous achievement of knowledge and dissemination for both certain and uncertain situations that might be encountered.
Less innovative learning activities have an impact on an unpleasant learning atmosphere. Project-based learning (PjBL) with a gamification approach presents innovative learning to increase motivation, engagement, and achievement of learner performance. As a gamification mechanism, the leaderboard provides feedback by reporting learner achievement and progress. This study aims to comprehensively analyze and provide evidence of the effect of the use of leaderboards and students' self-efficacy levels on their performance achievement in project-based learning. This study uses Quasi-experimental quantitative method with 2x3 factorial experimental design. The research sample consisted of 94 undergraduate students who took the Interactive Multimedia course. The data collection method used observation and questionnaires. The research instrument used a questionnaire sheet. Data were analyzed with inferential statistics using a two-way ANOVA test. The results showed a significant difference in the average performance score between the class that used the leaderboard and the class that did not use the leaderboard. The application of the leaderboard mechanism as a gamification method has a positive impact on students' learning achievement in project-based learning. The results also show that the level of self-efficacy has a significant impact on student achievement.
The Study aims to find the relationship and influence between self-consciousness in enhancing strategic clarity, for academic leaders at the University of Kirkuk, as the study problem was identified by many questions represented in the nature of the relationship and influence between the study variables, and the descriptive analytical method was used, and the research applied the comprehensive inventory method, and the study community was represented by the academic leaders at the University of Kirkuk, and (132) questionnaires were distributed , (126) questionnaires were retrieved, and (119) of them were valid for analysis, i.e. (90.1%) of the studied sample. Among the most prominent conclusions were: The results of the descriptive analysis of the study showed that there is a significant correlation and effect between (self-consciousness and strategic clarity), which is a strong positive correlation and impact, and the result is explained that whenever the university administration is interested in practicing self-consciousness by its academic leaders and a sense of responsibility towards themselves and the confidence to make positive changes in all situations they encounter with working individuals whenever this leads to a high level of strategic clarity at the University of Kirkuk .
The study aims to present and analyze the concepts of gamification, its importance and its application in production. It adopted a literature review methodology related to the subject of gamification in production processes with the aim of identifying its role in improving production processes. The study focuses on the concept of gamification as a strategy aimed at enhancing performance and productivity in industrial work environments and through the application of game elements to motivate workers and increase their participation and satisfaction. No systematic review of gamification in production processes in Arabic was found online when examining the relevant literature. The study revealed the latest findings reached through a comprehensive survey of published academic literature on the subject, related to the intellectual output on the application of gamification in production processes. The theoretical and applied frameworks related to the use of games to develop job performance were reviewed. It is analyzed how gamification strategies can contribute to improving production processes by enhancing interaction, stimulating innovation and increasing efficiency. The results of the study indicate that gamification strategies can significantly improve the effectiveness of production processes by increasing interaction and stimulating innovation. The study also provides a theoretical framework that helps researchers and practitioners understand how gamification can be applied to solve problems and achieve continuous improvement in production processes, and provides practical recommendations for practitioners and managers in various industries on how they can benefit from gamification to improve performance and enhance productivity.
Gamification has emerged as a transformative approach in education, leveraging game-like elements to enhance student engagement and motivation. This chapter attempts to present best practices, challenges and solutions for creating effective gamified experiences focused on but not limited to educational use, touching base on business and healthcare as well. Key theoretical foundations are discussed to illustrate how psychological principles can inform effective gamification strategies. The chapter highlights significant challenges such as sustaining long-term engagement, balancing game mechanics with educational goals and addressing cultural and ethical considerations. Solutions are proposed to overcome these challenges. Additionally, the role of technological advancements in reshaping gamified experiences is examined. Finally, the chapter emphasizes the importance of evaluating the effectiveness of gamified systems, providing actionable insights.
Purpose:
This study investigates sustainable packaging solutions in the Turkish food and beverage industry by adopting a content analysis approach. It aims to identify and evaluate sustainable packaging practices, trends and innovations adopted by leading companies in the industry. The analysis aims to provide insights into the scope of sustainability integration and its impact on industry practices.
Study Design/Methodology/Approach:
The research examines publicly available reports, sustainability disclosures and packaging materials of major Turkish food and beverage companies using content analysis methodology. The study evaluates the adoption of sustainable packaging practices, such as recycling initiatives, use of biodegradable materials, and reductions in plastic use. A systematic review of industry documents and company reports was conducted to find out relevant data and trends.
Findings:
The study’s findings expose varying levels of commitment to sustainable packaging among Turkish food and beverage companies. While some companies are adopting innovative solutions such as compostable packaging and reduced plastic use, others are in the early stages of integrating sustainable practices. The study emphasizes the importance of the role of consumer demand, regulatory pressures and corporate strategies in shaping packaging practices.
Originality/Value:
By focusing on the Turkish context, which is often underrepresented in global sustainability research, this study contributes to the sustainable packaging literature. It provides valuable insights for industry stakeholders, policy makers and researchers interested in understanding and improving sustainable packaging practices in emerging markets.
Background
Singapore’s large aging population poses significant challenges for the health care system in managing cognitive decline, underscoring the importance of identifying and implementing effective interventions. Cognitive training delivered remotely as a digital therapeutic (DTx) may serve as a scalable and accessible approach to overcoming these challenges. While previous studies indicate the potential of cognitive training as a promising solution for managing cognitive decline, understanding the attitudes and experiences of older adults toward using such DTx platforms remains relatively unexplored.
Objective
This study aimed to characterize the general acceptability and user experience of CURATE.DTx, a multitasking-based DTx platform that challenges the cognitive domains of attention, problem-solving, and executive function in the Singaporean older adult population.
Methods
A total of 15 older adult participants (mean age 66.1, SD 3.5 years) were recruited for a 90-minute in-person session. This session included a 30-minute playtest of CURATE.DTx, followed by a 60-minute semistructured interview to understand their overall attitudes, experience, motivation, and views of the intervention. Interviews were audio-recorded and transcribed verbatim, then analyzed using an inductive approach. Thematic analysis was used to identify emerging patterns and insights.
Results
A total of 3 main themes, and their respective subthemes, emerged from the interviews: comprehension, with subthemes of instruction and task comprehension; acceptability, with subthemes of tablet usability, engagement and enjoyment, and attitude and perceived benefits; and facilitators to adoption, with subthemes of framing and aesthetics, motivation recommendations and the role of medical professionals. Our findings revealed that participants encountered some challenges with understanding certain elements of CURATE.DTx. Nevertheless, they were still highly engaged with it, finding the challenge to be enjoyable. Participants also showed a strong awareness of the importance of cognitive training and expressed a keen interest in using CURATE.DTx for this purpose, especially if recommended by medical professionals.
Conclusions
Given the positive engagement and feedback obtained from Singaporean older adults on CURATE.DTx, this study can serve as a basis for future platform iterations and strategies that should be considered during implementation. Future studies should continue implementing an iterative codesign approach to ensure the broader applicability and effectiveness of interventions tailored to this demographic.
Bu çalışmada, oyunlaştırmanın eğitim programlarını geliştirmedeki rolü incelenmektedir. Oyunlaştırma, oyun elementleri ve tasarım tekniklerinin oyun dışı alanlara, özellikle eğitime uygulanması olarak tanımlanır. Çalışma, oyunlaştırmanın öğrenci motivasyonu, katılımı ve öğrenme çıktıları üzerindeki etkilerini değerlendirmeyi amaçlamaktadır. Literatür taraması kapsamında, oyunlaştırmayı destekleyen eğitim teorileri (yapılandırmacılık, davranışçılık, sosyal öğrenme teorisi) ve motivasyon teorileri (öz-belirleme teorisi, akış teorisi) incelenmiştir. Oyunlaştırmanın tarihsel gelişimi ve teknolojik ilerlemelerle birlikte eğitimdeki uygulamaları ele alınmıştır. Puanlar, rozetler, liderlik tabloları gibi yaygın oyunlaştırma elementleri ve anlatı kullanımı gibi stratejiler detaylandırılmıştır. Çalışma, oyunlaştırmanın öğrenci motivasyonunu artırdığını, katılımı teşvik ettiğini ve öğrenme çıktılarının iyileştirilmesine katkı sağladığını ortaya koymaktadır. Farklı eğitim seviyelerinde (ilköğretim, ortaöğretim, yükseköğretim) oyunlaştırmanın uygulanma biçimleri ve etkileri incelenmiştir. Teknolojik platformlar ve araçların (özel oyunlaştırma yazılımları, mobil uygulamalar, öğrenme yönetim sistemleri) oyunlaştırmanın etkinliğine nasıl katkıda bulunduğu değerlendirilmiştir. Ayrıca, oyunlaştırmanın potansiyel dezavantajları ve sınırlamaları, etik ve kültürel bağlamlarda tartışılmıştır. Gelecekteki eğilimler arasında artırılmış gerçeklik (AR), sanal gerçeklik (VR) ve yapay zeka (AI) gibi yeni teknolojilerin entegrasyonu vurgulanmıştır. Sonuç olarak, oyunlaştırmanın eğitim programlarını geliştirmede güçlü bir araç olduğu, ancak etkili bir uygulama için stratejik planlama, eğitici eğitimi ve teknolojik altyapının önem taşıdığı belirtilmiştir. Gelecekteki araştırmaların, oyunlaştırmanın uzun vadeli etkilerini ve farklı öğrenci grupları üzerindeki sonuçlarını daha derinlemesine incelemesi önerilmektedir.
Aim. The purpose of the paper is to study the concept of gamification in the field of psychology as a basis for the formation of the results of bibliometric analysis and to identify ways to improve the efficiency of its work. The article is devoted to the bibliometric analysis of the works presented in the Scopus scientometric database and covering the areas of psychology and psycholinguistics in gamification. Methods. The dialectical approach allowed us to formulate philosophical aspects, factors and conditions of gamification in psychology in different areas of activity. It was found that there are practically there are practically no studies describing the use of gamification in psycholinguistics. For the bibliometric analysis, we used The online platform VOSviewer was used to process and summarize the data on gamification in the field of psychology, which are presented in the scientometric database Scopus. Results. The analysis shows the relevance of the chosen research topic, as every year there is a positive trend in the number of published papers: 2012 (n=1), 2013 (n=5), 2014 (n=10), and in 2023 (n=139). The formation of a visualization map by keyword allowed us to identify 7 clusters where the concept of gamification in the field of psychology is most often revealed. By affiliation, most of the papers were published in institutions located in the United States. The bibliometric analysis allowed us to select the TOP-5 authors who currently have the largest number of works on gamification in the field of psychology. Conclusions. It has been proved that bibliometric analysis is an effective tool for conducting a generalized study of published works on a given keyword. For the first time, a bibliometric analysis of scientific papers on the topic of gamification in the field of psychology (n=718), which are presented in the Scopus scientometric database, was carried out.
This study investigated the influence of AI on design thinking and innovation management of UK digital agency-based companies to enhance efficiency. However, this study employed a mixed-method study to understand the role of AI in design thinking processes and how it enhances innovation management. The quantitative study focused on exploring the influencing factors of innovation output (IO) in design thinking based on AI skillset and Expertise (ASE), level of AI integration (LAI), and implementation of AI technologies (IAI). An online survey was conducted for participants (n=400) who are employees of UK-based digital agencies, such as CognitionX, Brainpool AI, Whoa, and The Data Lab. On the other hand, a semi-structured interview study was carried out for employees or managers (n=8) of companies. The data findings from a quantitative study revealed that the level of AI integration has positively influenced the innovation output in the design thinking of companies. The qualitative study results depicted that these companies adopted AI tools successfully for training opportunities, design thinking, innovation management, and identification of trends and insights owing to the intuitive visualization and user-friendly features. Moreover, we identified challenges related to integration of AI, scalability, compatibility, and data privacy and security. These challenges could be alleviated by providing organizational support in terms of regular training, technical resources, cross-departmental collaboration, and personalized training about integrating AI into existing systems of design thinking procedures. Therefore, this study proved that AI tools enhance creativity and efficiency in design thinking and foster innovation in organizations.
The accomplishment of objectives within the context of employee performance in private sector organizations offers valuable perspectives for the advancement of Goal-Setting Theory. The researchers observed that private banking experienced a decline in employee performance during the pandemic. This study aims to address the existing research gap concerning the factors influencing employee performance. Additionally, the innovative findings from this research contribute to the understanding of a model designed to enhance employee task performance, thereby enriching the theoretical framework of goal-setting motivation integrated into a new business support platform for sustainable operations. Consequently, the research methodology was implemented according to a validated strategy, employing data analysis that encompassed all latent variables and their respective dimensions. The overall findings significantly advance the body of knowledge related to Goal Setting Theory (GST), facilitating a synthesis aimed at improving employee task performance.
In gamification users show increased motivation and engagement towards tasks. So far, this effect has mostly been empirically tested based on the visual depiction of game elements, while research on the use and addition of auditory aspects is sparse. In this work we investigate the effect of different modalities of game elements (auditory, visual, audiovisual) on user experience, perception and performance in a gamified image-tagging task. We approached this via an online validation survey to find suitable sound effects (N=50), a main quantitative study (N=109) and a qualitative semi-structured interview (N=9). Our results show that while visual gamification increases performance, auditory and audiovisual gamification had no effect. However, they were shown to have an influence on the user's flow state. Our qualitative follow-up study shed light on underlying reasons and revealed each modality has its own drawbacks and advantages and that combining both visual and auditory aspects was preferred by participants.
The purpose of this research was to develop an efficient, construct-valid measure of goal commitment. Drawing from a set of 9 unidimensional items, a 4-item unidimensional scale was developed that exhibited a .71 internal consistency estimate of reliability. This scale showed statistically significant relationships with 3 alternative measures of the same construct: force to attain the goal, self-set goal-assigned-goal discrepancy, and actual goal change. With respect to other constructs in the goal commitment nomological net, the results indicated that the scale was consistently related to performance. Moreover, the pattern of the results with expected antecedents such as goal publicness, monetary incentives, need for achievement, locus of control, and task involvement were statistically significant and in the predicted direction.
Executive Overview: Goal setting is one of the most replicated and influential paradigms in the management literature. Hundreds of studies conducted in numerous countries and contexts have consistently demonstrated that setting specific, challenging goals can powerfully drive behavior and boost performance. Advocates of goal setting have had a substantial impact on research, management education, and management practice. In this article, we argue that the beneficial effects of goal setting have been overstated and that systematic harm caused by goal setting has been largely ignored. We identify specific side effects associated with goal setting, including a narrow focus that neglects nongoal areas, distorted risk preferences, a rise in unethical behavior, inhibited learning, corrosion of organizational culture, and reduced intrinsic motivation. Rather than dispensing goal setting as a benign, over-the-counter treatment for motivation, managers and scholars need to conceptualize goal setting as a prescription-strength medication that requires careful dosing, consideration of harmful side effects, and close supervision. We offer a warning label to accompany the practice of setting goals.
Much evidence exists that supports the use of goal setting as a motivational technique for enhancing task performance; however, little attention has been given to the role of task characteristics as potential moderating conditions of goal effects. Meta-analysis procedures were used to assess the moderator effects of task complexity for goal-setting studies conducted from 1966 to 1985 (n = 125). The reliability of the task complexity ratings was .92. Three sets of analyses were conducted: for goal-difficulty results (hard vs. easy), for goal specificity-difficulty (specific difficult goals vs. do-best or no goal), and for all studies collapsed across goal difficulty and goal specificity-difficulty. It was generally found that goal-setting effects were strongest for easy tasks (reaction time, brainstorming), d = .76, and weakest for more complex tasks (business game simulations, scientific and engineering work, faculty research productivity), d = .42. Implications for future research on goal setting and the validity of generalizing results are discussed.
Goals are central to current treatments of work motivation, and goal commitment is a critical construct in understanding the relationship between goals and task performance. Despite this importance, there is confusion about the role of goal commitment and only recently has this key construct received the empirical attention it warrants. This meta-analysis, based on 83 independent samples, updates the goal commitment literature by summarizing the accumulated evidence on the antecedents and consequences of goal commitment. Using this aggregate empirical evidence, the role of goal commitment in the goal-setting process is clarified and key areas for future research are identified.
The problems that may arise from gamification have been largely ignored by researchers and practitioners alike. At the same time, use of gamification in recruitment, onboarding, training, and performance management are on the rise in organizations as businesses turn toward technology to meet their objectives. This chapter investigates drawbacks of using elements of games in each of these applications through a series of scenarios describing different gamified interventions. For each scenario, a discussion follows regarding potential problems with the intervention, how psychological science may explain this, how these errors can be avoided, as well as future directions for gamification research. Employee motivation is noted as a critical concern in gamification, and classic theories of motivation are utilized to help explain why some interventions may fail to motivate desired behavior. For training design, a popular area for gamification, practitioners are urged to consider the intended training outcomes before designing a training program with gaming elements.
Research on the gamification of learning currently lacks a sturdy theoretical foundation on which to build new knowledge. In this chapter, we identify and explore several theories from the domain of psychology to provide this foundation. This includes the theory of gamified instructional design, classic conditioning theories of learning, expectancy-based theories, goal-setting theory, and self-determination theory. For each theory (or family of theories), we describe the theory itself, relate it to gamification research, and identify the most promising future research directions given that basis. In exploring these theories, we conclude that gamification is not a “new” instructional technique per se but is instead a new combination and presentation of classic motivational techniques. This combination may provide unique value over other approaches, but this is an unresolved empirical question. We conclude by making specific recommendations for both gamification researchers and practitioners to best advance the study of gamification given this sturdy theoretical basis.
Background. The theory of gamified learning provides a theoretical framework to test the impact of gamification efforts upon learner behaviors and attitudes, as well as the effect of these behavioral and attitudinal changes on learning. It does so by providing mediating and moderating processes linking specific game elements to learning outcomes.
Aim. This article links specific game elements common to leaderboards (conflict/challenge, rules/goals, and assessment) with a focal learner behavior, time on task, by exploring educational research on competition and psychological research on goal setting theory.
Method. The mediating process of the theory of gamified learning is tested experimentally by assigning learners completing an online wiki-based project to a gamified version with a leaderboard or to a control version without a leaderboard. Leaderboard achievement was not tied to course grades.
Results. Random assignment to leaderboards supported a causal effect. Students with leaderboards interacted with their project 29.61 more times, on average, than those in a control condition. Bootstrapping was used to support the mediation of the effect of gamification on academic achievement by this amount of time.
Conclusions. The mediating process of the theory of gamified instruction is supported. Leaderboards can be used to improve course performance under certain circumstances.
Background and Aim. Gamification has been defined as the use of characteristics commonly associated with video games in non-game contexts. In this article, I reframe this definition in terms of the game attribute taxonomy presented by Bedwell and colleagues (2012). This linking is done with the goal of aligning the research literatures of serious games and gamification. A psychological theory of gamified learning is developed and explored.
Conclusions. In the theory of gamified learning, gamification is defined as the use of game attributes, as defined by the Bedwell taxonomy, outside the context of a game with the purpose of affecting learning-related behaviors or attitudes. These behaviors/attitudes, in turn, influence learning by one or two processes: by strengthening the relationship between instructional design quality and outcomes (a moderating process) and/or by influencing learning directly (a mediating process). This is contrasted with a serious games approach, in which manipulation of game attributes is typically intended to affect learning without this type of behavioral mediator/moderator. Examples of each game attribute category as it might be applied in gamification are provided, along with specific recommendations for the rigorous, scientific study of gamification.
This paper reviews the current body of empirical research on persuasive technologies (95 studies). In recent years, technology has been increasingly harnessed to persuade and motivate people to engage in various behaviors. This phenomenon has also attracted substantial scholarly interest over the last decade. This review examines the results, methods, measured behavioral and psychological outcomes, affordances in implemented persuasive systems, and domains of the studies in the current body of research on persuasive technologies. The reviewed studies have investigated diverse persuasive systems/designs, psychological factors, and behavioral outcomes. The results of the reviewed studies were categorized into fully positive, partially positive, and negative and/or no effects. This review provides an overview of the state of empirical research regarding persuasive technologies. The paper functions as a reference in positioning future research within the research stream of persuasive technologies in terms of the domain, the persuasive stimuli and the psychological and behavioral outcomes.
In recent years, “gamification” has been proposed as a solution for engaging people in individually and socially sustainable behaviors, such as exercise, sustainable consumption, and education. This paper studies demographic differences in perceived benefits from gamification in the context of exercise. On the basis of data gathered via an online survey (N=195) from an exercise gamification service Fitocracy, we examine the effects of gender, age, and time using the service on social, hedonic, and utilitarian benefits and facilitating features of gamifying exercise. The results indicate that perceived enjoyment and usefulness of the gamification decline with use, suggesting that users might experience novelty effects from the service. The findings show that women report greater social benefits from the use of gamification. Further, ease of use of gamification is shown to decline with age. The implications of the findings are discussed.
Over 40 years of research on the effects of goal setting has demonstrated that high goals can increase performance by motivating people, directing their attention to a target, and increasing their persistence (Locke & Latham, 2002). However, recent research has introduced a dark side of goal setting by linking high performance goals to unethical behavior (e.g., Schweitzer, Ordóñez, & Douma, 2004). In this paper, we integrate self-regulatory resource theories with behavioral ethics research exploring the dark side of goal setting to suggest that the very mechanisms through which goals are theorized to increase performance can lead to unethical behavior by depleting self-regulatory resources across consecutive goal periods. Results of a laboratory experiment utilizing high, low, increasing, decreasing, and “do your best” goal structures across multiple rounds provide evidence that depletion mediates the relationship between goal structures and unethical behavior, and that this effect is moderated by the number of consecutive goals assigned.
This paper reviews peer-reviewed empirical studies on gamification. We create a framework for examining the effects of gamification by drawing from the definitions of gamification and the discussion on motivational affordances. The literature review covers results, independent variables (examined motivational affordances), dependent variables (examined psychological/behavioral outcomes from gamification), the contexts of gamification, and types of studies performed on the gamified systems. The paper examines the state of current research on the topic and points out gaps in existing literature. The review indicates that gamification provides positive effects, however, the effects are greatly dependent on the context in which the gamification is being implemented, as well as on the users using it. The findings of the review provide insight for further studies as well as for the design of gamified systems.
Gamification is the use of game design elements and game mechanics in non-game contexts. This idea has been used successfully in many web based businesses to increase user engagement. Some researchers suggest that it could also be used in web based education as a tool to increase student motivation and engagement. In an attempt to verify those theories, we have designed and built a gamification plugin for a well-known e-learning platform. We have made an experiment using this plugin in a university course, collecting quantitative and qualitative data in the process. Our findings suggest that some common beliefs about the benefits obtained when using games in education can be challenged. Students who completed the gamified experience got better scores in practical assignments and in overall score, but our findings also suggest that these students performed poorly on written assignments and participated less on class activities, although their initial motivation was higher.
The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory’s limitations.
Crowdsourcing is a market of steadily-growing importance upon which both academia and industry increasingly rely. However, this market appears to be inherently infested with a significant share of malicious workers who try to maximise their profits through cheating or sloppiness. This serves to undermine the very merits crowdsourcing has come to represent. Based on previous experience as well as psychological insights, we propose the use of a game in order to attract and retain a larger share of reliable workers to frequently-requested crowdsourcing tasks such as relevance assessments and clustering. In a large-scale comparative study conducted using recent TREC data, we investigate the performance of traditional HIT designs and a game-based alternative that is able to achieve high quality at significantly lower pay rates, facing fewer malicious submissions.
Social loafing has been described as the phenomenon in which participants who work together generate less effort than do participants who work alone (e.g., Latané, Williams, & Harkins, 1979). Subsequent research (Harkins & Jackson, 1985; Williams, Harkins, & Latané, 1981) has shown that a particular aspect of this paradigm leads to the loafing effect. When participants "work together," their outputs are pooled (combined) so that evaluation of individual output is not possible. In those studies, the evaluation potential of the experimenter has been emphasized. However, when the experimenter could not evaluate individual outputs, neither could the participants evaluate themselves. In this study we tested the possibility that the opportunity for the participants to evaluate themselves would be sufficient to eliminate the loafing effect. In two experiments, the evaluation potential of the experimenter (experimenter evaluation vs. no experimenter evaluation) was crossed with the potential for self-evaluation (self-evaluation vs. no self-evaluation). In both experiments, consistent with previous loafing research, the potential for evaluation by the experimenter was sufficient to increase motivation, whether participants could self-evaluate or not. However, when the experimenter could not evaluate the participants' outputs, the potential for self-evaluation reliably improved participant performance. In fact, self-evaluation was the only motivation needed for participants to exert as much effort as that exhibited by participants who could be evaluated by the experimenter.
The authors investigated the influence of goal orientation on sales performance in a longitudinal field study with salespeople. As hypothesized, a learning goal orientation had a positive relationship with sales performance. This relationship was fully mediated by 3 self-regulation tactics: goal setting, effort, and planning. In contrast, a performance goal orientation was unrelated to sales performance. These results suggest that a focus on skill development, even for a veteran workforce, is likely to be associated with higher performance. Management should seek evidence of a learning goal orientation when selecting new employees, while avoiding an excessive focus on performance goal orientation without a comparable skill-development focus.
Purpose ‐ The purpose of the current study is to develop a generic and short questionnaire to measure work performance at the individual level ‐ the Individual Work Performance Questionnaire (IWPQ). The IWPQ was based on a four-dimensional conceptual framework, in which individual work performance consisted of task performance, contextual performance, adaptive performance, and counterproductive work behavior. Design/methodology/approach ‐ After pilot-testing, the 47-item IWPQ was field-tested amongst a representative sample of 1,181 Dutch blue, pink, and white collar workers. Factor analysis was used to examine whether the four-dimensional conceptual framework could be confirmed. Rasch analysis was used to examine the functioning of the items in more detail. Finally, it was examined whether generic scales could be constructed. Findings ‐ A generic, three-dimensional conceptual framework was identified, in which individual work performance consisted of task performance, contextual performance, and counterproductive work behavior. Generic, short scales could be constructed that fitted the Rasch model. Research limitations/implications ‐ A generic, short questionnaire can be used to measure individual work performance across occupational sectors. In future versions of the IWPQ, more difficult items should be added to improve discriminative ability at the high ranges of the scale. Originality/value ‐ This study shows that, using Rasch analysis, a generic and short questionnaire can be used to measure individual work performance.
Assessed the practical significance of E. Locke's theory (see record
1968-11263-001) of goal setting, using a time series design. Data were collected on the net weight of 36 logging trucks in 6 logging operations for 12 consecutive months. Results show that performance improved immediately upon the assignment of a specific hard goal. Company cost accounting procedures indicated that this same increase in performance without goal setting would have required an expenditure of a quarter of a million dollars on the purchase of additional trucks alone. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Two central constructs of applied psychology, motivation and cognitive ability, were integrated within an information-processing (IPR) framework. This framework simultaneously considers individual differences in cognitive abilities, self-regulatory processes of motivation, and IPR demands. Evidence for the framework is provided in the context of skill acquisition, in which IPR and ability demands change as a function of practice, training paradigm, and timing of goal setting (GS). Three field-based lab experiments were conducted with 1,010 US Air Force trainees. Exp 1 evaluated the basic ability–performance parameters of the air traffic controller task and GS effects early in practice. Exp 2 evaluated GS later in practice. Exp 3 investigated the simultaneous effects of training content, GS and ability–performance interactions. Results support the theoretical framework and have implications for notions of ability–motivation interactions and design of training and motivation programs. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The social loafing paradigm was used to test the contribution of self-evaluation to goal-setting effects. If, as E. Locke and G. Latham (1990) argued, goals lead to improved performance because they serve as standards for self-evaluation, eliminating the opportunity for experimenter evaluation should not reduce performance. Results suggest that when the goal is seen as informative, the prospect of self-evaluation may contribute to goal-setting effects. However, the results also suggest that when goals are seen as too stringent or too lenient, it is concern over evaluation by an external source, not self, that motivates performance. Implications of these findings for E. Locke and G. Latham's (1990) theory of goal setting and general theories of self-evaluation are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Whether you're a manager, company psychologist, quality control specialist, or involved with motivating people to work harder in any capacity—Locke and Latham's guide will hand you the keen insight and practical advice you need to reach even your toughest cases. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purpose of this research was to develop an efficient, construct-valid measure of goal commitment. Drawing from a set of 9 unidimensional items, a 4-item unidimensional scale was developed that exhibited a .71 internal consistency estimate of reliability. This scale showed statistically significant relationships with 3 alternative measures of the same construct: force to attain the goal, self-set goal–assigned-goal discrepancy, and actual goal change. With respect to other constructs in the goal commitment nomological net, the results indicated that the scale was consistently related to performance. Moreover, the pattern of the results with expected antecedents such as goal publicness, monetary incentives, need for achievement, locus of control, and task involvement were statistically significant and in the predicted direction. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Tested the hypotheses that goal acceptance moderates the relationship of goal difficulty to task performance as follows: (a) The relationship is positive and linear for accepted goals; (b) it is negative and linear if the goal is rejected; and thus, (c) slope reversal from positively to negatively linear relationships is associated with transition from positive to negative values of goal acceptance. The experiment was a within-S design, allowing for high variance in acceptance, with technicians and engineers (21–50 yrs of age) divided at random into a 2-phase experimental condition (
n = 104) with specific goal difficulty gradually increasing from Trial 1 to 7 and a control group (
n = 36) with the general instructions to "do your best." Instructions for Phase 2 differed from Phase 1 in that Ss were instructed to reassess their acceptance of difficult goals. The task consisted of determining, within 2-min trials, how many digits or letters in a row were the same as the circled one to the left of each row. Results support the hypotheses. (16 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Much evidence exists that supports the use of goal setting as a motivational technique for enhancing task performance; however, little attention has been given to the role of task characteristics as potential moderating conditions of goal effects. Meta-analysis procedures were used to assess the moderator effects of task complexity for goal-setting studies conducted from 1966 to 1985 (
n = 125). The reliability of the task complexity ratings was .92. Three sets of analyses were conducted: for goal-difficulty results (hard vs. easy), for goal specificity–difficulty (specific difficult goals vs. do-best or no goal), and for all studies collapsed across goal difficulty and goal specificity–difficulty. It was generally found that goal-setting effects were strongest for easy tasks (reaction time, brainstorming),
d = .76, and weakest for more complex tasks (business game simulations, scientific and engineering work, faculty research productivity),
d = .42. Implications for future research on goal setting and the validity of generalizing results are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Conducted a 1-min goal-setting experiment with 247 undergraduates assigned to 14 goal levels. Ss had to think of uses for common objects within their 1 min. A significant curvilinear relationship was found between goal level and performance level. Goals were linearly related to performance when the goals ranged from easy to difficult but were unrelated to performance after goals became impossible. Performance, however, did not drop as goals reached impossible levels, since nearly all Ss were at least trying to get as close as they could to the goal. Variance in mean performance was positively related to goal level across the entire range of goal levels. Ability was unrelated to performance within the easy to difficult goal range but was significantly related to ability within the impossible goal range. (7 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Gameification (or, gamification) is becoming an increasingly popular technique to motivate learners, yet little theory or empirical evidence is available to support its use. In the present chapter, instructional design in relation to games and gameification is explored, including discussion of the psychological determinants of learning. The extant research literatures surrounding online social media, learning-by-testing, and goal-setting theory are then integrated in order to provide a scientific rationale for gameification. The resulting integrative theory of gameification in learning suggests that students may learn more by completing tests than they do when studying, that students can be motivated to complete such tests by offering them social rewards in the form of carefully designed virtual badges, and that these badges should be offered in an online social context which students find meaningful in order to motivate them to action. To examine this integrative theory, an online social network with gameification elements was created and deployed in a Psychology department at a major east coast university in order to motivate students to complete optional online multiple choice quizzes. The system was highly successful; 29% of participants opted to complete gameified optional multiple choice quizzes and on average reported those quizzes as fun, enjoyable, and rewarding. This proof-of-concept study is discussed in terms of its implications for both undergraduate education and employee training, including a list of current “best practices” regarding social game implementation.
This review builds on self-control theory (Carver & Scheier, 1998) to develop a theoretical framework for investigating associations of implicit theories with self-regulation. This framework conceptualizes self-regulation in terms of 3 crucial processes: goal setting, goal operating, and goal monitoring. In this meta-analysis, we included articles that reported a quantifiable assessment of implicit theories and at least 1 self-regulatory process or outcome. With a random effects approach used, meta-analytic results (total unique N = 28,217; k = 113) across diverse achievement domains (68% academic) and populations (age range = 5-42; 10 different nationalities; 58% from United States; 44% female) demonstrated that implicit theories predict distinct self-regulatory processes, which, in turn, predict goal achievement. Incremental theories, which, in contrast to entity theories, are characterized by the belief that human attributes are malleable rather than fixed, significantly predicted goal setting (performance goals, r = -.151; learning goals, r = .187), goal operating (helpless-oriented strategies, r = -.238; mastery-oriented strategies, r = .227), and goal monitoring (negative emotions, r = -.233; expectations, r = .157). The effects for goal setting and goal operating were stronger in the presence (vs. absence) of ego threats such as failure feedback. Discussion emphasizes how the present theoretical analysis merges an implicit theory perspective with self-control theory to advance scholarship and unlock major new directions for basic and applied research. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
Motivating user participation is an important issue for the survival of social web and social software applications. In our previous work demonstrated that a point-based incentive encourages contribution to a social networking site. This paper presents a follow-up analysis after a full deployment of the incentive mechanism to the entire user community. We address an issue uncovered in our previous experiment, we measure the long-term impact of the incentive mechanism on site content generation, and we replicate our previous result with a larger number of users. Our results will demonstrate that the incentive mechanism had a long-term effect on contribution levels and generated a second boost in contribution levels when released to a new set of users. The paper concludes with a discussion of our community's reactions to the incentive mechanism collected through the site itself, company-internal blogs, podcasts, and forums.
Goal setting is one of the most replicated and influential paradigms in the management literature. Hundreds of studies conducted in numerous countries and contexts have consistently demonstrated that setting specific, challenging goals can powerfully drive behavior and boost performance. Advocates of goal setting have had a substantial impact on research, management education, and management practice. In this article, we argue that the beneficial effects of goal setting have been overstated and that systematic harm caused by goal setting has been largely ignored. We identify specific side effects associated with goal setting, including a narrow focus that neglects non-goal areas, a rise in unethical behavior, distorted risk preferences, corrosion of organizational culture, and reduced intrinsic motivation. Rather than dispensing goal setting as a benign, over-the-counter treatment for motivation, managers and scholars need to conceptualize goal setting as a prescription-strength medication that requires careful dosing, consideration of harmful side effects, and close supervision. We offer a warning label to accompany the practice of setting goals.
The influences of goals with the evaluation and comparison aspects of competition on task performance were examined in a laboratory
experiment. University students were asked to do their best, set a goal, or were assigned moderately or extremely difficult
goals for their performance on an idea-generation task. Competition was introduced by informing half the students that their
performance would be evaluated and compared to others involved in the experiment. Competition did result in higher self-set
goals, but did not significantly influence idea generation performance, self-efficacy, or goal commitment. However, participants’
subjective competitiveness did correlate with task performance, goal commitment, and self-efficacy. Discussion focused on
the relation of these findings to existing research on goal setting and competition. Additionally, the importance of subjective
competitiveness, performance evaluation, and social comparison in goal-setting situations are discussed.
In a field experiment with students, we show that a specific, difficult novelty goal, whether presented alone or in conjunction
with brainstorming rules, improves novelty and creativity in individuals’ idea generation relative to brainstorming rules
alone when goal commitment is high. Because creativity is often correlated with idea quantity in brainstorming studies, we
controlled for idea quantity in order to demonstrate that the improvement is not due to changes in the number of ideas generated.
These findings suggest that specific, difficult goals beyond quantity can improve idea generation. We also separately measured
practicality and effectiveness of participants’ ideas. The results of these analyses suggest that goal commitment might be
an important determinant of usefulness, and deserves additional attention in studies of idea generation.
KeywordsBrainstorming–Creativity–Goals–Idea generation–Novelty–Goal commitment
When data are collected via anonymous Internet surveys, particularly under conditions of obligatory participation (such as with student samples), data quality can be a concern. However, little guidance exists in the published literature regarding techniques for detecting careless responses. Previously several potential approaches have been suggested for identifying careless respondents via indices computed from the data, yet almost no prior work has examined the relationships among these indicators or the types of data patterns identified by each. In 2 studies, we examined several methods for identifying careless responses, including (a) special items designed to detect careless response, (b) response consistency indices formed from responses to typical survey items, (c) multivariate outlier analysis, (d) response time, and (e) self-reported diligence. Results indicated that there are two distinct patterns of careless response (random and nonrandom) and that different indices are needed to identify these different response patterns. We also found that approximately 10%-12% of undergraduates completing a lengthy survey for course credit were identified as careless responders. In Study 2, we simulated data with known random response patterns to determine the efficacy of several indicators of careless response. We found that the nature of the data strongly influenced the efficacy of the indices to identify careless responses. Recommendations include using identified rather than anonymous responses, incorporating instructed response items before data collection, as well as computing consistency indices and multivariate outlier analysis to ensure high-quality data. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
Success and sustainability of social networking sites is highly dependent on user participation. To encourage contribution to an opt-in social networking site designed for employees, we have designed and implemented a feature that rewards contribution with points. In our evaluation of the impact of the system, we found that employees are initially motivated to add more content to the site. This paper presents the analysis and design of the point system, the results of our experiment, and our insights regarding future directions derived from our post-experiment user interviews.
Conversational modeling requires an extended time commitment, and the difficulty associated with capturing the wide range
of conversational stimuli necessitates extended user participation. We propose the use of leaderboards, narratives and deadlines
as motivation strategies to persuade user participation in the conversational modeling for virtual humans. We evaluate the
applicability of leaderboards, narratives and deadlines through a user study conducted with medical students (n=20) for modeling
the conversational corpus of a virtual patient character. Leaderboards, narratives and deadlines were observed to be effective
in improving user participation. Incorporating these strategies had the additional effect of making user responses less reflective
of real world conversations.
KeywordsVirtual Humans-Intelligent Agent Authoring Tools-motivational strategies-persuasive technology-virtual patients-leaderboards-narratives-deadlines
Goals are central to current treatments of work motivation, and goal commitment is a critical construct in understanding the relationship between goals and task performance. Despite this importance, there is confusion about the role of goal commitment and only recently has this key construct received the empirical attention it warrants. This meta-analysis, based on 83 independent samples, updates the goal commitment literature by summarizing the accumulated evidence on the antecedents and consequences of goal commitment. Using this aggregate empirical evidence, the role of goal commitment in the goal-setting process is clarified and key areas for future research are identified.
The purpose of this study is to examine the mechanisms by which personality traits influence performance and satisfaction. Specifically, the authors examined how 3 personality characteristics derived from self-determination theory (autonomy, control, and amotivated orientations) influence performance and enjoyment through achievement goal patterns, goal level, and mental focus. Data were collected from 284 students at 5 points in time. In particular, mental focus emerged as an important aspect of the self-regulation process. The results suggest that global personality traits can help researchers to understand and predict the motivational strategies that people use while working toward goals in achievement settings.
In this paper I propose goal setting as a mechanism for linking brainstorming re- search to organizational creativity. Using the large body of literature on brainstorm- ing as a prototype, I develop a goal-based view of intervention in idea generation. A goal-based view provides new insight into the conduct and evaluation of brainstorm- ing research that improves its relevance to management, and it suggests a broader agenda for defining expectations for creative ideas and tailoring interventions to match these definitions.
It is heavily debated within the gamification community whether specific game elements may actually undermine users' intrinsic motivation. This online experiment examined the effects of three commonly employed game design elements -- points, leaderboard, levels -- on users' performance, intrinsic motivation, perceived autonomy and competence in an image annotation task. Implementation of these game elements significantly increased performance, but did not affect perceived autonomy, competence or intrinsic motivation. Our findings suggest that points, levels and leaderboards by themselves neither make nor break users' intrinsic motivation in non-game contexts. Instead, it is assumed that they act as progress indicators, guiding and enhancing user performance. While more research on the contextual factors that may potentially mediate the effects of game elements on intrinsic motivation is required, it seems that the implementation of points, levels, and leaderboards is a viable means to promote specific user behavior in non-game contexts.
This paper summarizes and integrates research concerned with a long-neglected topic in psychology: the relationship between conscious goals and intentions and task performance. The basic promise of this research is that an individual's conscious ideas regulate his actions. Studies are cited demonstrating that: (1) hard goals produce a higher level of performance (output) than easy goals; (2) specific hard goals produce a higher level of output than a goal of “do your best”; and (3) behavioral intentions regulate choice behavior. The theory also views goals and intentions as mediators of the effects of incentives on task performance. Evidence is presented supporting the view that monetary incentives, time limits, and knowledge of results do not affect performance level independently of the individual's goals and intentions. A theoretical analysis supports the same view with respect to three other incentives: participation, competition, and praise and reproof. Finally, behavioral intentions were found to mediate the effects of money and “verbal reinforcement” on choice behavior. It is concluded that any adequate theory of task motivation must take account of the individual's conscious goals and intentions. The applied implications of the theory are discussed.
During recent years, the addition of game mechanisms to non-game services has gained a relatively large amount of attention. Popular discussion connects gamification to successful marketing and increased profitability through higher customer engagement, however, there is a dearth of empirical studies that confirm such expectations. This paper reports the results of a field experiment, which gamifies a utilitarian peer-to-peer trading service by implementing the game mechanism of badges that users can earn from a variety of tasks. There were 3234 users who were randomly assigned to treatment groups and subjected to different versions of the badge system in a 2 × 2 design. The results show that the mere implementation of gamification mechanisms does not automatically lead to significant increases in use activity in the studied utilitarian service, however, those users who actively monitored their own badges and those of others in the study showed increased user activity.
Prior computer-mediated group idea generation research has concluded that social loafing is likely an important factor in reducing individual and group task performance. Group researchers—both focusing on non-technology and technology-mediated groups—have theorized that loafing could be minimized if individuals and groups were given either clear feedback on their task performance or if given clear and attainable performance goals. To examine the efficacy of these interventions on task performance, a computer-mediated idea generation environment was constructed that provided performance feedback for all group members where each member could view how many ideas every group member produced throughout an experimental session. In addition, this environment supported the ability to set a challenging, but attainable, performance goal for each group member (i.e., throughout a session, each member was able to track their performance toward a pre-set performance goal). Using this computer-mediated environment, a laboratory experiment was conducted with five-member groups that examined the influence of both goal setting (i.e., explicit-difficult versus do your best) and performance feedback (i.e., performance feedback versus no-performance feedback) in a 2 × 2 factorial design on group task performance. Providing performance feedback was found to signi- ficantly improve task performance. Additionally, performance feedback and goal setting interacted, such that groups in the performance feedback/explicit-difficult goal treatment had the highest performance. The implica- tions of these results for future research, as well as the implications for the design of the human-computer interface in electronic group idea generation systems, are discussed.
In a control-group field experiment using a reversal design, 30 insurance salespeople were randomly assigned to an experimental group that received self-management training. A multivariate analysis of variance and subsequent repeated-measures analyses of variance revealed that, compared with a control condition (n = 30), training in self-management skills significantly improved job performance as assessed through both objective and subjective measures. Performance improvement continued with time, and increases were sustained across a 12-month period posttraining. Subsequent training of the control group produced similar increases in self-efficacy, outcome expectancies, and job performance. Potential mediating effects of self-efficacy and outcome expectancies on the self-management-performance relationship were explored and partially supported.
The extant literature on goal setting through 1990 has been reviewed and integrated by Locke and Latham (1990a). The result was the development of a theory of goal setting with special emphasis on its practical implications for the motivation of employees in organizational settings. The purpose of the present paper is twofold. First, the theory is summarized and updated with respect to research completed since publication of the 1990 book. Second, the self-regulatory effects of goal setting are described. Emphasis is given to ways that people can use goals as a self-management technique.